The Correlation between Generic Skills and Metacognitive Skills of Biology Education Students in Tasikmalaya Indonesia Through Problem-Based Learning Model

Abstract

The current study aimed to investigate the factors affecting investment decision making. Moreover, the moderating effects of age, gender, and financial information were also tested. The study utilized a quantitative research design for that the data was collected using a structured questionnaire. The questionnaire was sent to 570 individuals out of that 374 questionnaires were returned however 372 of the questionnaires were found to be useable. The study framework had 6 constructs namely heuristics, financial information, corporate governance, risk aversion, and experience were independent variables while investment decision making was dependent variable while age, gender and financial education were moderating variables. All the latent construct were measured using multi items based on 5 point Likert scales from 1 strongly disagree to 5 strongly disagree. The results found the Heuristics, Risk Aversion, Financial Information, Corporate Governance and Experience to be significant factors affecting the investment decision making. Moreover, the moderating effect of gender was found to be significant in the relationship of (financial information, corporate governance, and experience) and investment decision making. The moderating effect of age was found to be significant in the relationship of (Heuristics, Corporate Governance, and Experience) and investment decision making while the moderating role of financial education was found to be significant in the relationship of (financial information, corporte governance and experience) and investment decision making.

The relationship between self-regulated learning and learning motivation with metacognitive skills in biology subject

“…Regarding the metacognitive process, self-regulated learning uses various strategies such as planning, organizing, monitoring and self-evaluation during the learning process (Pintrich & de Groot, 1990;Sadati & Simin, 2017;Schraw et al, 2006). Metacognitive skills can be interpreted as a regulatory activity relating to problem solving that includes metacognitive planning, monitoring, and evaluation (Mustofa, Corebima, et al, 2019). Zimmerman (as cited in Williamson, 2015) labeled metacognitive in relation to selfregulated learning as the ability of learners to think consciously of their cognitive and have control over their cognitive processes.…”

“…Education in the 21 st century requires students to master a variety of skills, especially in the learning process so that their final learning objectives can be achieved and are expected to improve the quality of education. According to Mustofa, Corebima, et al (2019), one way to improve the quality of education is to train students' skills such as thinking skills or other skills. However, at the moment, teaching and learning activities still tend to be oriented towards the ability to test students' memories on particular subject which resulting in inability of students to think pluralistically (Mustofa & Hidayah, 2020).…”

“…Metacognitive skills lead to higher-order thinking skills that involve active control of certain cognitive processes in the learning process (Bahri & Corebima, 2015). Gagne (as cited in Mustofa, Corebima, et al, 2019) states that metacognitive skills are the ability to associate important messages in prior knowledge, draw conclusions, and to monitor or assess personal performance. Metacognitive skills enable learners to implement the process in addition to organizing the gradual learning, as well as to monitor and evaluate learning activities (Cera et al, 2013).…”

Konsepsi Pengembangan Kemampuan Kepemimpinan Pendidikan Islam

“…keputusan investasi (Romy Faisal Mustofa et al, 2019), perempuan memiliki kemampuan skor diatas laki-laki dalam kemampuan administrasi dan teknis (Ghanem & Abu Awwad, 2019).…”